Effective Schools Research: A Guide to School Improvement. ERS Concerns in Education.

Robinson, Glen E.

The cluster of studies that has come to be called the "effective schools research" is providing a reliable database on the basic differences between effective and noneffective schools. Researchers have identified three fundamental factors common to effective schools: (1) a belief in, and commitment to, student learning; (2) a sense of control among professional staff; and (3) concrete action plans. In addition, a number of specific elements were found in schools where student achievement was above expected levels. For example, principals in effective schools are characterized as being well organized, making frequent classroom visits, and conveying high expectations for students and staff, and teachers are characterized by having high verbal and conceptual ability, a concern for upgrading professional skills, and spending more time actively teaching. Effective schools have an orderly school climate; discipline that is clear, firm, and consistent; and parental involvement in student learning. Programs in effective schools are goal-oriented with immediate feedback to students. Finally, effective schools have programs for assessing and evaluating their own staffs and programs. Research findings on school improvement have had positive effects in restoring public confidence and raising expectations, focusing attention on the individual school as the unit for effecting change, and emphasizing the leadership role of the school principal. (MLF)